Scientific progress or organizational innovation? A comparison of two turns in Library and Information Science
Bibliographic record
Abstract
This paper discusses the transformation of library and information science (LIS) from adiscipline narrowly concerned with classification and preservation in libraries and archives toone that includes a wide range of fields and professional training programs. Two alternative butnot mutually exclusive explanations may account for these developments. These changes couldreflect normal scientific progress as the discipline matures. The changes could also be the resultof isomorphic organizational changes in response to shifts in the environment and a need torealign the institutional logics of educational and professional organizations with those of theacademy. These explanations are explored through a comparison of two periods during whichLIS experienced rapid disciplinary and organizational changes: the decades during and afterWorld War II and the final decade of the 20th century. These abbreviated case studies suggestthat both explanations of disciplinary change provide some analytical leverage for explainingdifferent aspects of the development of LIS.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.003 | 0.039 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".